Opportunity to Learn Function Transformations in the Open-Access Geogebra Resources

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  • Author(s): Xiangquan Yao
  • Language:
    English
  • Source:
    Digital Experiences in Mathematics Education. 2024 10(1):108-131.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      24
    • Subject Terms:
      Mathematics Education; Mathematical Concepts; Mathematics; Graphs; Electronic Learning; Technology Uses in Education; Computer Software; Educational Quality; Computer Software Evaluation
    • Accession Number:
      10.1007/s40751-024-00136-x
    • ISSN:
      2199-3246
      2199-3254
    • Abstract:
      This study aimed to examine the quality of the open-access GeoGebra applets for function transformations by attending to the opportunity to learn function transformations afforded by them. Guided by the variation theory, this study conceptualized the opportunity to learn function transformations as the opportunity to discern critical features of function transformations. These critical features include function families in which function transformations are explored, representations of a parent function and its child function, and types and defining parameters of the transformations performed on the graph of a function. The results from the analysis show that the majority of existing GeoGebra applets use only one function family to explore a function transformation, of which quadratic and trigonometric functions are most prominent. The exploration of function translation is allowed in the largest number of applets followed by function dilation; function reflection over the x-axis, y-axis, and y = x; and function dilation. The functions in these applets are primarily represented symbolically and graphically and rarely have the defining parameters of transformations and corresponding points on the graphs of parent and child functions visible, which together suggest a graphical approach to function transformations. These results not only have implications for how to select existing GeoGebra applets for function transformations but also invite us to rethink how to design these applets that maximize students' opportunity to learn function transformations conceptually in dynamic mathematical environments.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1417644